Effects of an Online Play-Based Parenting Program on Child Development and the Quality of Caregiver-Child Interaction: A Randomized Controlled Trial

Katherine Solís-Cordero; Patricia Marinho; Patricia Camargo; Silvia Takey; Rogério Lerner; Vladimir Pinheiro Ponczek; Alberto Filgueiras; Jesus Landeira-Fernandez; Elizabeth Fujimori

doi:10.1007/s10566-022-09717-6

Effects of an Online Play-Based Parenting Program on Child Development and the Quality of Caregiver-Child Interaction: A Randomized Controlled Trial

Child Youth Care Forum. 2023;52(4):935-953. doi: 10.1007/s10566-022-09717-6. Epub 2022 Oct 18.

Authors

Katherine Solís-Cordero¹, Patricia Marinho², Patricia Camargo², Silvia Takey², Rogério Lerner³, Vladimir Pinheiro Ponczek⁴, Alberto Filgueiras⁵, Jesus Landeira-Fernandez⁶, Elizabeth Fujimori¹

Affiliations

¹ School of Nursing, University of São Paulo, Avenida Doutor Ernéas de Carvalho Aguiar, São Paulo, 419, 05403-000 Brazil.
² Tempo Junto, São Paulo, Brazil.
³ Institute of Psychology, University of São Paulo, São Paulo, Brazil.
⁴ São Paulo School of Economics-FGV, São Paulo, Brazil.
⁵ State University of Rio de Janeiro, Rio de Janeiro, Brazil.
⁶ Department of Psychology, Pontifical Catholic University of Rio de Janeiro, Rio de Janeiro, Brazil.

Abstract

Background: Studies assessing the effects of parenting programs have focused on interventions delivered through face-to-face modalities. There is a need for research to evaluate the effects of online parenting programs on child development, such as the BEM Program ('Play Teaches Change' in English), an online play-based parenting program that teaches caregivers on how to introduce playful interactions into their daily household chores.

Objective: To assess the effects of the BEM Program on child development and the quality of caregiver-child interaction.

Method: A two-arm randomized controlled trial was conducted in a socioeconomically disadvantaged district of São Paulo city in Brazil. 129 children aged 12-23 months and their caregiver were randomly assigned to receive either the BEM Program for 8 weeks (intervention, n = 66) or standard child care (control, n = 63). Data were collected at baseline and endline of the intervention through home visits and online interviews. An intention-to-treat analysis was conducted.

Results: The intervention showed positive effects on child development, by improving language development (Cohen's d = 0.20, 95%CI 0.08-0.47) and reduced intrusiveness (Cohen's d = 0.35, 95%CI 0.06-0.65) of caregiver-child interaction. No significant differences were observed in caregiver's repertoire and engagement in age-appropriate play activities with the child while doing the household chores, parenting sense of competence and perceived stress.

Conclusions: Despite the small size and low adherence to the program, such promising results advance evidences for fully remote parenting programs and their effects on child development.

Keywords: Child development; Internet-based intervention; Parenting; Parent–child interactions; Randomized controlled trial.

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